Authors
1 Department of Medical Library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
2 Health Management and Economics, Iran University of Medical Sciences, Tehran, Iran, Department of Medical library and Information Science, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
3 Community Based Participatory Research Center, Iranian Institute for Reduction of High‑Risk Behaviors, Tehran University of Medical Sciences, Tehran, Iran
4 Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry) Iran University of Medical Sciences, Tehran, Iran
Abstract
The present study aimed at identifying the prerequisites, facilitators, and barriers to adolescent
mental health literacy interventions. To that end, databases PsycINFO, Science Direct, Scopus,
Emerald, PubMed, Web of Science, and Google Scholar were systematically searched, out of which
39 articles that had the inclusion criteria were analyzed by the content analysis. Databases searched
from September 30, 2018, to October 10, 2018, with the keywords “health literacy,” “mental health
literacy,” “mental disorders,” adolescents, students, and more. Seven themes were identified as the
prerequisites for interventions to improve adolescents’ mental health literacy including education at the
school level, parents’ education, training of trainers and providers, cooperation and participation among
providers, intervention assessment and monitoring, provision of educational content, consideration
of the cultural and linguistic issues. Five themes were identified as facilitators: using interactive
learning and teaching methods, supplying diverse and stimulating educational content, employing
trainers with different backgrounds, having direct contact with people with mental illness, and utilizing
technological advancements in education. Finally, short‑time intervention, the collaboration between
school administrators and researchers, lack of valid information sources were identified as barriers.
Keywords
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